Reading scores have not made a significant shift since the 1990's when national and state standardized assessments initially tested grade level reading comprehension (National Center for Education Statistics [NCES], n.d. & Florida Department of Education [FLDOE], n.d.). In addition, when analyzing subgroups, economically disadvantaged students have been performing lower than their non-economically disadvantaged students on reading assessments creating a significant gap between the two groupings of students for decades (Coleman et al., 1966). This is still evident in both the National Assessment of Educational Progress (NAEP) and FLDOE assessment data (FLDOE, n.d.; NCES, n.d.). Throughout this study, I seek to examine the relationship between students' participation in the Corrective Reading program and their reading comprehension growth, determined by a pre-and post-assessment that is measured by Lexile. Lexile growth is an indicator of a student's readability or the ability to read and comprehend. Diving deeper into the data to determine additional relationships, a linear regression model is used to assess how student outcomes are similar or different between male and female students, as well as White, Black, Hispanic and other race/ethnicities populations. Within this outcome model, understanding how Corrective Reading has influenced reading comprehension growth allows for a district to determine value and relevance of a program, specific to our most vulnerable student populations within Title 1 schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]